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Teacher preparation in Canada benefits from innovative programming that supports vibrant, inclusive classrooms. We examine two Canadian-made programmes: The Three-Block Model of Universal Design for Learning, with particular focus on the social emotional learning block, and the Teaching Continuum, a model for inclusive physical education settings. We use the 3H Model of inclusive teacher education to analyze the fit of these two approaches to pre-service teacher inclusive education preparation and suggest ways they can become more entrenched within Canadian schools. [ABSTRACT FROM AUTHOR]

We are teacher educators committed to reorienting toward complexity in teacher education, given the multiplex terrain of the education landscape that awaits teacher candidates (TCs) upon receiving their Bachelor of Education degree. Within our context, we are preparing teachers to work with a recently revised curriculum and many regional, national, and global challenges and mandates, especially the Calls to Action of the Truth and Reconciliation Report of Canada (2015). By encouraging the agency of the TCs – the scholar-practitioners – with whom we work, we aspire to a reflective and deliberative approach of engaging with issues, needs, and problems as caring humans. This paper traces our journey of collaborative inquiry as we revisit, reframe and repurpose influential scholarship. This involves pedagogical conceptions of experience and reflective thinking, informing the mindful complexity of being and becoming in place, while foregrounding local Indigenous Ways of Knowing and experiential learning as illustrations of a scholar-practitioner stance. Through inquiry in community, recognising the importance of drawing upon individual Teacher Candidate identity, we articulate how we learn as teacher educators to address the complex, contemporary issues of: equity, diversity, inclusion; decolonisation; education in times of crisis; and the challenges of ecological well-being. [ABSTRACT FROM AUTHOR]

Given the intense politicisation of education, many teacher educators are caught in the cross-hairs of government's reform agendas, university expectations and student teacher needs. This paper reports on a study of 28 literacy teacher educators in four countries (Canada, US, Australia and England). This paper reports on the broad question: How is politics affecting literacy teacher educators? Three specific aspects are considered: their pedagogies, identity and well-being. It describes how their pedagogy (goals and teaching strategies) has narrowed because of mandated curriculum and exit exams. It shows how their identity as academics is being complicated because they often do not have time for their research. And their well-being is compromised because of excessive external inspections and as their community in the university splinters. [ABSTRACT FROM AUTHOR]

Believing in the pioneering role that universities can play in achieving the goals of the United Nations Organization for Sustainable Development; The green university emerged as a concept that refers to universities whose practices are environmentally friendly and able to benefit from natural resources without harming them and the rights of future generations. Climate change, biodiversity, and sustainable transport, however, in light of the environmental challenges facing societies in general and the Egyptian society in particular, and the low ranking of Egyptian universities, especially Fayoum University in the global green rankings of universities, and the challenges that scientific research suffers that prevent it from effectively adopting societal issues; Egyptian universities have a major role to play in facing these challenges through scientific research directed at solving environmental and societal issues. Accordingly, the aim of the current research - using the comparative approach - is to know what green universities are and their role in supporting sustainable scientific research as a conceptual framework, followed by addressing the role of Wageningen University and WUR Green Research in the Netherlands and UdeS Green University of Sherbrooke in Canada in supporting sustainable scientific research in light of some influential societal forces and factors, Highlighting the main similarities and differences between them, Then present the most important efforts of Egyptian universities in moving towards sustainability and adopting the concept of a green university that supports sustainable scientific research with reference to Fayoum University, which is a prelude to putting forward a proposed conception of Fayoum University as a green university supporting sustainable scientific research after it was presented to a group of arbitrators of education professors from different universities. [ABSTRACT FROM AUTHOR]

This paper contributes to an understanding of overseas professional development of teacher educators through an analysis of the learning experiences of a group of Chinese teacher educators (CTEs) in Canada. Drawing on qualitative data, research findings reveal specific areas of knowledge are deemed by the CTEs as essential for enhancing their own practice and noteworthy characteristics of their approaches to learning overseas. The CTEs' sense-making processes also provide insights into the complexity of overseas learning and the necessity of "unlearning" long-held beliefs and practices, which enables the development of new ideas, knowledge, and skills. • This paper analyses the overseas learning experiences of teacher educators from 31 key Chinese teacher universities. • The teacher educators identify approaches that are essential for the improvement of Chinese teacher education. • Their professional learning is characterised by a pragmatic search of solutions to problems in China. • Their sense-making of overseas learning illuminates the complexity of cross-boundary interaction. • Analysis of cultural differences reveals nuanced but important aspects of professional development in international context. [ABSTRACT FROM AUTHOR]